Building strong teacher residency programs: In support of sustaining a diverse, community-based teacher workforce

Abstract

Traditional teacher preparation pathways begin with a teacher preparation program based in an institution of higher education (IHE) and often include a student-teaching component at a local education agency (LEA). Teacher residency programs, on the other hand, offer an alternative pathway rooted in partnerships between IHEs and LEAs. In this paper, we explore the characteristics of teacher residency partnerships, examining several examples between one IHE, the Alder Graduate School of Education (Alder), and LEAs in California. We begin by providing an overview of residency programs in general and aspects of Alder’s model specifically. Then, drawing on a rich collection of data, we explore considerations of how partnerships may be effectively established, prepared, implemented, and sustained. We find that many of the unique aspects of the Alder model—including residency directors, root and branch structures, generous stipends, and impact reports—warrant further examination to better understand how these practices may affect alumni and student outcomes, as well as program sustainability and replicability more broadly.